Feedback
Feedback Should be:
Constructive: Feedback should focus on specific aspects of the student's work and provide constructive suggestions for improvement. It should be aimed at guiding the student toward enhanced understanding and performance.
Timely: Timely feedback is crucial for student growth. Providing feedback promptly allows students to reflect on their work while the assignment is still fresh in their minds and apply the insights to future tasks.
Clear and Specific: Feedback should be clear and specific, addressing particular strengths and areas for improvement. Vague or ambiguous feedback may not be helpful for students in understanding how to enhance their performance.
Positive and Encouraging: Incorporate positive feedback to reinforce what the student did well. Positive reinforcement fosters a positive learning environment, boosts confidence, and motivates students to continue putting effort into their work.
Goal-Oriented: Connect feedback to the learning objectives and goals of the assignment or course. This helps students understand the purpose of the task and how their work aligns with broader educational outcomes.
Individualized: Consider the individual needs, learning styles, and goals of each student. Tailor your feedback to address their specific strengths, weaknesses, and aspirations, recognizing that students may have different starting points and trajectories.
Actionable: Feedback should provide clear actions or steps for improvement. Students should be able to understand how to apply the feedback to enhance their performance in future assignments.
Aligned with Criteria: Base feedback on established rubrics and grading criteria. This ensures transparency and helps students understand how their work is being evaluated against predefined standards.
Balanced: Strike a balance between positive reinforcement and constructive criticism. This helps create a comprehensive and fair picture of the student's performance.
Continuous: Feedback is an ongoing process. Offer feedback consistently throughout the course, not just at the end of assignments or exams, to support continuous learning and improvement.
Patterns - make note of common errors/misconceptions as you mark to inform whole class feedback
